ohio ela standards

OHIOS NEW LEARNING STANDARDS:

English Language StandardsMAY 2014

ADOPTED JUNE 2010

Ohios New Learning Standards:

English Language Standards

OHIOS NEW LEARNING STANDARDS I English Language Arts 2

Table of ContentsIntroduction 3

English Language Arts & Literacy in History/Social Studies, 10 Science, and Technical Subjects K5

College and Career Readiness Anchor Standards for Reading 10

Reading Standards for Literature K5 11

Reading Standards for Informational Text K5 14

Reading Standards: Foundational Skills (K5) 17

College and Career Readiness Anchor Standards for Writing 20

Writing Standards K5 21

College and Career Readiness Anchor Standards for 26 Speaking and Listening

Speaking and Listening Standards K5 27

College and Career Readiness Anchor Standards for Language 30

Language Standards K5 31

Language Progressive Skills, by Grade 37

Standard 10: Range, Quality, and Complexity of 38 Student Reading K5

Staying on Topic Within a Grade and Across Grades 40

Standards For English Language Arts 612 41


Reading Standards for Literature 612 42

Reading Standards for Informational Text 612 45


Writing Standards 612 49

College and Career Readiness Anchor Standards for 56 Speaking and Listening

Speaking and Listening Standards 612 57

College and Career Readiness Anchor Standards for Language 61

Language Standards 612 62

Language Progressive Skills, by Grade 67

Texts Illustrating the Complexity, Quality, and 68 Range of Student Reading 612

Standards For Literacy in History/Social Studies, 70 Science, and Technical Subjects 612


Reading Standards for Literacy in History/Social Studies 612 71

Reading Standards for Literacy in Science and 73 Technical Subjects 612


Writing Standards for Literacy in History/Social Studies, 76 Science, and Technical Subjects 612


IntroductionThe Common Core State Standards for English Language Arts &

Literacy in History/Social Studies, Science, and Technical Subjects (the

Standards) are the culmination of an extended, broad-based effort to

fulfill the charge issued by the states to create the next generation of K12

standards in order to help ensure that all students are college and career

ready in literacy no later than the end of high school.

The present work, led by the Council of Chief State School Officers

(CCSSO) and the National Governors Association (NGA), builds on the

foundation laid by states in their decades-long work on crafting high-

quality education standards. The Standards also draw on the most

important international models as well as research and input from

numerous sources, including state departments of education, scholars,

assessment developers, professional organizations, educators from

kindergarten through college, and parents, students, and other members

of the public. In their design and content, refined through successive drafts

and numerous rounds of feedback, the Standards represent a synthesis

of the best elements of standards-related work to date and an important

advance over that previous work.

As specified by CCSSO and NGA, the Standards are (1) research and

evidence based, (2) aligned with college and work expectations, (3)

rigorous, and (4) internationally benchmarked. A particular standard was

included in the document only when the best available evidence indicated

that its mastery was essential for college and career readiness in a twenty-

first-century, globally competitive society. The Standards are intended to

be a living work: as new and better evidence emerges, the Standards will

be revised accordingly.

The Standards are an extension of a prior initiative led by CCSSO and

NGA to develop College and Career Readiness (CCR) standards in reading,

writing, speaking, listening, and language as well as in mathematics. The

CCR Reading, Writing, and Speaking and Listening Standards, released in

draft form in September 2009, serve, in revised form, as the backbone for

the present document. Grade-specific K12 standards in reading, writing,

speaking, listening, and language translate the broad (and, for the earliest

grades, seemingly distant) aims of the CCR standards into age- and

attainment-appropriate terms.

The Standards set requirements not only for English language arts (ELA)

but also for literacy in history/social studies, science, and technical subjects.

Just as students must learn to read, write, speak, listen, and use language

effectively in a variety of content areas, so too must the Standards specify the

literacy skills and understandings required for college and career readiness in

multiple disciplines. Literacy standards for grade 6 and above are predicated

on teachers of ELA, history/social studies, science, and technical subjects

using their content area expertise to help students meet the particular

challenges of reading, writing, speaking, listening, and language in their

respective fields. It is important to note that the 612 literacy standards

in history/social studies, science, and technical subjects are not meant to

replace content standards in those areas but rather to supplement them.

States may incorporate these standards into their standards for those

subjects or adopt them as content area literacy standards.

As a natural outgrowth of meeting the charge to define college and

career readiness, the Standards also lay out a vision of what it means

to be a literate person in the twenty-first century. Indeed, the skills

and understandings students are expected to demonstrate have wide

applicability outside the classroom or workplace. Students who meet

the Standards readily undertake the close, attentive reading that is at the

heart of understanding and enjoying complex works of literature. They

habitually perform the critical reading necessary to pick carefully through

the staggering amount of information available today in print and digitally.

They actively seek the wide, deep, and thoughtful engagement with high-

quality literary and informational texts that builds knowledge, enlarges

experience, and broadens worldviews. They reflexively demonstrate the

cogent reasoning and use of evidence that is essential to both private

deliberation and responsible citizenship in a democratic republic. In short,

students who meet the Standards develop the skills in reading, writing,

speaking, and listening that are the foundation for any creative and

purposeful expression in language.

June 2, 2010


KEY DESIGN CONSIDERATIONS

CCR AND GRADE-SPECIFIC STANDARDS

The CCR standards anchor the document and define general, cross-

disciplinary literacy expectations that must be met for students to

be prepared to enter college and workforce training programs ready

to succeed. The K12 grade-specific standards define end-of-year

expectations and a cumulative progression designed to enable students

to meet college and career readiness expectations no later than the end

of high school. The CCR and high school (grades 912) standards work

in tandem to define the college and career readiness linethe former

providing broad standards, the latter providing additional specificity.

Hence, both should be considered when developing college and career

readiness assessments.

Students advancing through the grades are expected to meet each

years grade specific standards, retain or further develop skills and

understandings mastered in preceding grades, and work steadily toward

meeting the more general expectations described by the CCR standards.

GRADE LEVELS FOR K8; GRADE BANDS FOR 910 AND 1112

The Standards use individual grade levels in kindergarten through grade 8

to provide useful specificity; the Standards use two-year bands in grades

912 to allow schools, districts, and states flexibility in high school course

design.

A FOCUS ON RESULTS RATHER THAN MEANS

By emphasizing required achievements, the Standards leave room for

teachers, curriculum developers, and states to determine how those goals

should be reached and what additional topics should be addressed. Thus,

the Standards do not mandate such things as a particular writing process

or the full range of metacognitive strategies that students may need to

monitor and direct their thinking and learning. Teachers are thus free to

provide students with whatever tools and knowledge their professional

judgment and experience identify as most helpful for meeting the goals

set out in the Standards.

AN INTEGRATED MODEL OF LITERACY

Although the Standards are divided into Reading, Writing, Speaking and

Listening, and Language strands for conceptual clarity, the processes

of communication are closely connected, as reflected throughout this

document. For example, Writing standard 9 requires that students be able

to write about what they read. Likewise, Speaking and Listening standard

4 sets the expectation that students will share findings from their research.

RESEARCH AND MEDIA SKILLS BLENDED INTO THE STANDARDS AS A WHOLE

To be ready for college, workforce training, and life in a technological

society, students need the ability to gather, comprehend, evaluate,

synthesize, and report on information and ideas, to conduct original

research in order to answer questions or solve problems, and to analyze

and create a high volume and extensive range of print and nonprint

texts in media forms old and new. The need to conduct research and to

produce and consume media is embedded into every aspect of todays

curriculum. In like fashion, research and media skills and understandings

are embedded throughout the Standards rather than treated in a separate

section.

SHARED RESPONSIBILITY FOR STUDENTS LITERACY DEVELOPMENT

The Standards insist that instruction in reading, writing, speaking,

listening, and language be a shared responsibility within the school.

The K5 standards include expectations for reading, writing, speaking,

listening, and language applicable to a range of subjects, including

but not limited to ELA. The grades 612 standards are divided into two

sections, one for ELA and the other for history/social studies, science, and

technical subjects. This division reflects the unique, time-honored place

of ELA teachers in developing students literacy skills while at the same

time recognizing that teachers in other areas must have a role in this

development as well.

Part of the motivation behind the interdisciplinary approach to literacy

promulgated by the Standards is extensive research establishing the

need for college and career ready students to be proficient in reading

complex informational text independently in a variety of content areas.

Most of the required reading in college and workforce training programs


is informational in structure and challenging in content; postsecondary

education programs typically provide students with both a higher

volume of such reading than is generally required in K12 schools and

comparatively little scaffolding. The Standards are not alone in calling for

a special emphasis on informational text. The 2009 reading framework

of the National Assessment of Educational Progress (NAEP) requires a

high and increasing proportion of informational text on its assessment as

students advance through the grades.

DISTRIBUTION OF LITERARY AND INFORMATIONAL PASSAGES BY GRADE IN THE 2009 NAEP READING FRAMEWORK

GRADE LITERARY INFORMATIONAL

4 50% 50%

8 45% 55%

12 30% 70%

Source: National Assessment Governing Board. (2008). Reading framework for the 2009 National Assessment of Educational Progress. Washington, DC: U.S. Government Printing Office.

DISTRIBUTION OF COMMUNICATIVE PURPOSES BY GRADE IN THE 2011 NAEP WRITING FRAMEWORK

GRADE TO PERSUADE TO EXPLAIN TO CONVEY EXPERIENCE

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%

Source: National Assessment Governing Board. (2007). Writing framework for the 2011 National Assessment of Educational Progress, pre-publication edition. Iowa City, IA: ACT, Inc.

The Standards aim to align instruction with this framework so that many

more students than at present can meet the requirements of college and

career readiness. In K5, the Standards follow NAEPs lead in balancing the

reading of literature with the reading of informational texts, including texts

in history/ social studies, science, and technical subjects. In accord with

NAEPs growing emphasis on informational texts in the higher grades, the

Standards demand that a significant amount of reading of informational

texts take place in and outside the ELA classroom. Fulfilling the Standards

for 612 ELA requires much greater attention to a specific category of

informational textliterary nonfictionthan has been traditional. Because

the ELA classroom must focus on literature (stories, drama, and poetry) as

well as literary nonfiction, a great deal of informational reading in grades

612 must take place in other classes if the NAEP assessment framework

is to be matched instructionally.1 To measure students growth toward

college and career readiness, assessments aligned with the Standards

should adhere to the distribution of texts across grades cited in the NAEP

framework.

NAEP likewise outlines a distribution across the grades of the core

purposes and types of student writing. The 2011 NAEP framework, like

the Standards, cultivates the development of three mutually reinforcing

writing capacities: writing to persuade, to explain, and to convey real or

imagined experience. Evidence concerning the demands of college and

career readiness gathered during development of the Standards concurs

with NAEPs shifting emphases: standards for grades 912 describe writing

in all three forms, but, consistent with NAEP, the overwhelming focus of

writing throughout high school should be on arguments and informative/

explanatory texts.2

It follows that writing assessments aligned with the Standards should

adhere to the distribution of writing purposes across grades outlined by

NAEP.

FOCUS AND COHERENCE IN INSTRUCTION AND ASSESSMENT

While the Standards delineate specific expectations in reading, writing,

speaking, listening, and language, each standard need not be a separate

focus for instruction and assessment. Often, several standards can be

addressed by a single rich task. For example, when editing writing,

students address Writing standard 5 (Develop and strengthen writing

as needed by planning, revising, editing, rewriting, or trying a new

approach) as well as Language standards 13 (which deal with

conventions of standard English and knowledge of language). When

drawing evidence from literary and informational texts per Writing

standard 9, students are also demonstrating their comprehension skill in

relation to specific standards in Reading. When discussing something they

1The percentages on the table reflect the sum of student reading, not just reading in ELA settings. Teachers of senior English classes, for example, are not required to devote 70 percent of reading to informational texts. Rather, 70 percent of student reading across the grade should be informational.

2As with reading, the percentages in the table reflect the sum of student writing, not just writing in ELA settings.


have read or written, students are also demonstrating their speaking and

listening skills. The CCR anchor standards themselves provide another

source of focus and coherence.

The same ten CCR anchor standards for Reading apply to both literary

and informational texts, including texts in history/social studies, science,

and technical subjects. The ten CCR anchor standards for Writing cover

numerous text types and subject areas. This means that students can

develop mutually reinforcing skills and exhibit mastery of standards for

reading and writing across a range of texts and classrooms.

WHAT IS NOT COVERED BY THE STANDARDS

The Standards should be recognized for what they are not as well as what

they are. The most important intentional design limitations are as follows:

1. The Standards define what all students are expected to know and be able to

do, not how teachers should teach. For instance, the use of play with young

children is not specified by the Standards, but it is welcome as a valuable

activity in its own right and as a way to help students meet the expectations

in this document. Furthermore, while the Standards make references to

some particular forms of content, including mythology, foundational U.S.

documents, and Shakespeare, they do notindeed, cannotenumerate all

or even most of the content that students should learn. The Standards must

therefore be complemented by a well-developed, content-rich curriculum

consistent with the expectations laid out in this document.

2. While the Standards focus on what is most essential, they do not describe

all that can or should be taught. A great deal is left to the discretion of

teachers and curriculum developers. The aim of the Standards is to

articulate the fundamentals, not to set out an exhaustive list or a set of

restrictions that limits what can be taught beyond what is specified herein.

3. The Standards do not define the nature of advanced work for students who

meet the Standards prior to the end of high school. For those students,

advanced work in such areas as literature, composition, language, and

journalism should be available. This work should provide the next logical

step up from the college and career readiness baseline established here.

4. The Standards set grade-specific standards but do not define the

intervention methods or materials necessary to support students who are

well below or well above grade-level expectations. No set of grade-specific

standards can fully reflect the great variety in abilities, needs, learning rates,

and achievement levels of students in any given classroom. However, the

Standards do provide clear signposts along the way to the goal of college

and career readiness for all students.

5. It is also beyond the scope of the Standards to define the full range of

supports appropriate for English language learners and for students with

special needs. At the same time, all students must have the opportunity

to learn and meet the same high standards if they are to access the

knowledge and skills necessary in their posthigh school lives.

Each grade will include students who are still acquiring English. For those

students, it is possible to meet the standards in reading,writing, speaking,

and listening without displaying native-like control of conventions and

vocabulary.

The Standards should also be read as allowing for the widest possible

range of students to participate fully from the outset and as permitting

appropriate accommodations to ensure maximum participation of students

with special education needs. For example, for students with disabilities

reading should allow for the use of Braille, screen-reader technology, or

other assistive devices, while writing should include the use of a scribe,

computer, or speech-totext technology. In a similar vein, speaking and

listening should be interpreted broadly to include sign language.

6. While the ELA and content area literacy components described herein

are critical to college and career readiness, they do not define the whole

of such readiness. Students require a wideranging, rigorous academic

preparation and, particularly in the early grades, attention to such matters

as social, emotional, and physical development and approaches to

learning. Similarly, the Standards define literacy expectations in history/

social studies, science, and technical subjects, but literacy standards in

other areas, such as mathematics and health education, modeled on those

in this document are strongly encouraged to facilitate a comprehensive,

schoolwide literacy program.


STUDENTS WHO ARE COLLEGE AND CAREER READY

IN READING, WRITING, SPEAKING, LISTENING, AND

LANGUAGE

The descriptions that follow are not standards themselves but instead offer

a portrait of students who meet the standards set out in this document. As

students advance through the grades and master the standards in reading,

writing, speaking, listening, and language, they are able to exhibit with

increasing fullness and regularity these capacities of the literate individual.

THEY DEMONSTRATE INDEPENDENCE.

Students can, without significant scaffolding, comprehend and evaluate

complex texts across a range of types and disciplines, and they can

construct effective arguments and convey intricate or multifaceted

information. Likewise, students are able independently to discern a

speakers key points, request clarification, and ask relevant questions.

They build on others ideas, articulate their own ideas, and confirm they

have been understood. Without prompting, they demonstrate command

of standard English and acquire and use a wide-ranging vocabulary. More

broadly, they become self-directed learners, effectively seeking out and

using resources to assist them, including teachers, peers, and print and

digital reference materials.

THEY BUILD STRONG CONTENT KNOWLEDGE.

Students establish a base of knowledge across a wide range of

subject matter by engaging with works of quality and substance. They

become proficient in new areas through research and study. They read

purposefully and listen attentively to gain both general knowledge and

discipline-specific expertise. They refine and share their knowledge

through writing and speaking.

THEY RESPOND TO THE VARYING DEMANDS OF AUDIENCE, TASK, PURPOSE, AND DISCIPLINE.

Students adapt their communication in relation to audience, task, purpose,

and discipline. They set and adjust purpose for reading, writing, speaking,

listening, and language use as warranted by the task. They appreciate

nuances, such as how the composition of an audience should affect tone

when speaking and how the connotations of words affect meaning. They

also know that different disciplines call for different types of evidence (e.g.,

documentary evidence in history, experimental evidence in science).

THEY COMPREHEND AS WELL AS CRITIQUE.

Students are engaged and open-mindedbut discerningreaders and

listeners. They work diligently to understand precisely what an author

or speaker is saying, but they also question an authors or speakers

assumptions and premises and assess the veracity of claims and the

soundness of reasoning.

THEY VALUE EVIDENCE.

Students cite specific evidence when offering an oral or written

interpretation of a text. They use relevant evidence when supporting their

own points in writing and speaking, making their reasoning clear to the

reader or listener, and they constructively evaluate others use of evidence.

THEY USE TECHNOLOGY AND DIGITAL MEDIA STRATEGICALLY AND CAPABLY.

Students employ technology thoughtfully to enhance their reading,

writing, speaking, listening, and language use. They tailor their searches

online to acquire useful information efficiently, and they integrate what

they learn using technology with what they learn offline. They are familiar

with the strengths and limitations of various technological tools and

mediums and can select and use those best suited to their communication

goals.

THEY COME TO UNDERSTAND OTHER PERSPECTIVES AND CULTURES.

Students appreciate that the twenty-first-century classroom and workplace

are settings in which people from often widely divergent cultures and

who represent diverse experiences and perspectives must learn and work

together. Students actively seek to understand other perspectives and

cultures through reading and listening, and they are able to communicate

effectively with people of varied backgrounds. They evaluate other points

of view critically and constructively. Through reading great classic and

contemporary works of literature representative of a variety of periods,

cultures, and worldviews, students can vicariously inhabit worlds and

have experiences much different than their own.


HOW TO READ THIS DOCUMENT

OVERALL DOCUMENT ORGANIZATION

The Standards comprise three main sections: a comprehensive K5

section and two content areaspecific sections for grades 612, one for

ELA and one for history/social studies, science, and technical subjects.

Three appendices accompany the main document.

Each section is divided into strands. K5 and 612 ELA have Reading,

Writing, Speaking and Listening, and Language strands; the 612 history/

social studies, science, and technical subjects section focuses on Reading

and Writing. Each strand is headed by a strand-specific set of College and

Career Readiness Anchor Standards that is identical across all grades and

content areas.

Standards for each grade within K8 and for grades 910 and 1112 follow

the CCR anchor standards in each strand. Each grade-specific standard

(as these standards are collectively referred to) corresponds to the same-

numbered CCR anchor standard. Put another way, each CCR anchor

standard has an accompanying grade-specific standard translating the

broader CCR statement into grade-appropriate end-of-year expectations.

Individual CCR anchor standards can be identified by their strand, CCR

status, and number (R.CCR.6, for example). Individual grade-specific

standards can be identified by their strand, grade, and number (or

number and letter, where applicable), so that RI.4.3, for example, stands

for Reading, Informational Text, grade 4, standard 3 and W.5.1a stands

for Writing, grade 5, standard 1a. Strand designations can be found in

brackets alongside the full strand title.

WHO IS RESPONSIBLE FOR WHICH PORTION OF THE STANDARDS

A single K5 section lists standards for reading, writing, speaking,

listening, and language across the curriculum, reflecting the fact that most

or all of the instruction students in these grades receive comes from one

teacher. Grades 612 are covered in two content areaspecific sections, the

first for the English language arts teacher and the second for teachers of

history/social studies, science, and technical subjects. Each section uses

the same CCR anchor standards but also includes grade-specific standards

tuned to the literacy requirements of the particular discipline(s).

KEY FEATURES OF THE STANDARDS

READING: TEXT COMPLEXITY AND THE GROWTH OF COMPREHENSION

The Reading standards place equal emphasis on the sophistication of

what students read and the skill with which they read. Standard 10 defines

a grade-by-grade staircase of increasing text complexity that rises from

beginning reading to the college and career readiness level. Whatever they

are reading, students must also show a steadily growing ability to discern

more from and make fuller use of text, including making an increasing

number of connections among ideas and between texts, considering

a wider range of textual evidence, and becoming more sensitive to

inconsistencies, ambiguities, and poor reasoning in texts.

WRITING: TEXT TYPES, RESPONDING TO READING, AND RESEARCH

The Standards acknowledge the fact that whereas some writing skills,

such as the ability to plan, revise, edit, and publish, are applicable to many

types of writing, other skills are more properly defined in terms of specific

writing types: arguments, informative/explanatory texts, and narratives.

Standard 9 stresses the importance of the writing-reading connection by

requiring students to draw upon and write about evidence from literary

and informational texts. Because of the centrality of writing to most forms

of inquiry, research standards are prominently included in this strand,

though skills important to research are infused throughout the document.

SPEAKING AND LISTENING: FLEXIBLE COMMUNICATION AND COLLABORATION

Including but not limited to skills necessary for formal presentations, the

Speaking and Listening standards require students to develop a range


of broadly useful oral communication and interpersonal skills. Students

must learn to work together, express and listen carefully to ideas, integrate

information from oral, visual, quantitative, and media sources, evaluate

what they hear, use media and visual displays strategically to help achieve

communicative purposes, and adapt speech to context and task.

LANGUAGE: CONVENTIONS, EFFECTIVE USE, AND VOCABULARY

The Language standards include the essential rules of standard written

and spoken English, but they also approach language as a matter of

craft and informed choice among alternatives. The vocabulary standards

focus on understanding words and phrases, their relationships, and their

nuances and on acquiring new vocabulary, particularly general academic

and domain-specific words and phrases.

APPENDICES A, B, AND C

Appendix A contains supplementary material on reading, writing,

speaking and listening, and language as well as a glossary of key terms.

Appendix B consists of text exemplars illustrating the complexity,

quality, and range of reading appropriate for various grade levels with

accompanying sample performance tasks. Appendix C includes annotated

samples demonstrating at least adequate performance in student writing

at various grade levels.


English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects K5College and Career Readiness Anchor Standards for Reading

The K5 standards on the following pages define what students should

understand and be able to do by the end of each grade. They correspond

to the College and Career Readiness (CCR) anchor standards below

by number. The CCR and grade-specific standards are necessary

complementsthe former providing broad standards, the latter providing

additional specificitythat together define the skills and understandings

that all students must demonstrate.

KEY IDEAS AND DETAILS

1. Read closely to determine what the text says explicitly and to make logical

inferences from it; cite specific textual evidence when writing or speaking to

support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development;

summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact

over the course of a text.

CRAFT AND STRUCTURE

4. Interpret words and phrases as they are used in a text, including

determining technical, connotative, and figurative meanings, and analyze

how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences,

paragraphs, and larger portions of the text (e.g., a section, chapter, scene,

or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

INTEGRATION OF KNOWLEDGE AND IDEAS

7. Integrate and evaluate content presented in diverse media and formats,

including visually and quantitatively, as well as in words.*

8. Delineate and evaluate the argument and specific claims in a text, including

the validity of the reasoning as well as the relevance and sufficiency of the

evidence.

9. Analyze how two or more texts address similar themes or topics in order to

build knowledge or to compare the approaches the authors take.

RANGE OF READING AND LEVEL OF TEXT COMPLEXITY

10. Read and comprehend complex literary and informational texts

independently and proficiently.

NOTE ON RANGE AND CONTENT OF STUDENT READING

To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.

*Please see Research to Build and Present Knowledge in Writing and Comprehension and Collaboration in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.


Reading Standards for Literature K5

The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor

is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are

expected to meet each years grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.

KINDERGARTNERS: GRADE 1 STUDENTS: GRADE 2 STUDENTS:


1. With prompting and support, ask and answer

questions about key details in a text.

1. Ask and answer questions about key details in a

text.

1. Ask and answer such questions as who, what,

where, when, why, and how to demonstrate

understanding of key details in a text.

2. With prompting and support, retell familiar

stories, including key details.

2. Retell stories, including key details, and

demonstrate understanding of their central

message or lesson.

2. Recount stories, including fables and folktales

from diverse cultures, and determine their

central message, lesson, or moral.

3. With prompting and support, identify

characters, settings, and major events in a story.

3. Describe characters, settings, and major events

in a story, using key details.

3. Describe how characters in a story respond to

major events and challenges.

CRAFT AND STRUCTURE

4. Ask and answer questions about unknown

words in a text.

4. Identify words and phrases in stories or poems

that suggest feelings or appeal to the senses.

4. Describe how words and phrases (e.g., regular

beats, alliteration, rhymes, repeated lines)

supply rhythm and meaning in a story, poem, or

song.

5. Recognize common types of texts (e.g.,

storybooks, poems).

5. Explain major differences between books that

tell stories and books that give information,

drawing on a wide reading of a range of text

types.

5. Describe the overall structure of a story,

including describing how the beginning

introduces the story and the ending concludes

the action.

6. With prompting and support, name the author

and illustrator of a story and define the role of

each in telling the story.

6. Identify who is telling the story at various points

in a text.

6. Acknowledge differences in the points of

view of characters, including by speaking in a

different voice for each character when reading

dialogue aloud.


7. With prompting and support, describe the

relationship between illustrations and the story

in which they appear (e.g., what moment in a

story an illustration depicts).

7. Use illustrations and details in a story to

describe its characters, setting, or events.

7. Use information gained from the illustrations

and words in a print or digital text to

demonstrate understanding of its characters,

setting, or plot.

8. (Not applicable to literature) 8. (Not applicable to literature) 8. (Not applicable to literature)



9. With prompting and support, compare and

contrast the adventures and experiences of

characters in familiar stories.

9. Compare and contrast the adventures and

experiences of characters in stories.

9. Compare and contrast two or more versions

of the same story (e.g., Cinderella stories) by

different authors or from different cultures.


10. Actively engage in group reading activities with

purpose and understanding.

10. With prompting and support, read prose and

poetry of appropriate complexity for grade 1.

10. By the end of the year, read and comprehend

literature, including stories and poetry, in the

grades 23 text complexity band proficiently,

with scaffolding as needed at the high end of

the range.

GRADE 3 STUDENTS: GRADE 4 STUDENTS: GRADE 5 STUDENTS:


1. Ask and answer questions to demonstrate

understanding of a text, referring explicitly to

the text as the basis for the answers.

1. Refer to details and examples in a text when

explaining what the text says explicitly and

when drawing inferences from the text.

1. Quote accurately from a text when explaining

what the text says explicitly and when drawing

inferences from the text.

2. Recount stories, including fables, folktales, and

myths from diverse cultures; determine the

central message, lesson, or moral and explain

how it is conveyed through key details in the

text.

2. Determine a theme of a story, drama, or poem

from details in the text; summarize the text.

2. Determine a theme of a story, drama, or

poem from details in the text, including how

characters in a story or drama respond to

challenges or how the speaker in a poem

reflects upon a topic; summarize the text.

3. Describe characters in a story (e.g., their traits,

motivations, or feelings) and explain how their

actions contribute to the sequence of events.

3. Describe in depth a character, setting, or event

in a story or drama, drawing on specific details

in the text (e.g., a characters thoughts, words,

or actions).

3. Compare and contrast two or more characters,

settings, or events in a story or drama, drawing

on specific details in the text (e.g., how

characters interact).

CRAFT AND STRUCTURE

4. Determine the meaning of words and phrases

as they are used in a text, distinguishing literal

from nonliteral language.


as they are used in a text, including those

that allude to significant characters found in

mythology (e.g., Herculean).


as they are used in a text, including figurative

language such as metaphors and similes.

READING STANDARDS FOR LITERATURE K5, CONT.



5. Refer to parts of stories, dramas, and poems

when writing or speaking about a text, using

terms such as chapter, scene, and stanza;

describe how each successive part builds on

earlier sections.

5. Explain major differences between poems,

drama, and prose, and refer to the structural

elements of poems (e.g., verse, rhythm, meter)

and drama (e.g., casts of characters, settings,

descriptions, dialogue, stage directions) when

writing or speaking about a text.

5. Explain how a series of chapters, scenes, or

stanzas fits together to provide the overall

structure of a particular story, drama, or poem.

6. Distinguish their own point of view from that of

the narrator or those of the characters.

6. Compare and contrast the point of view from

which different stories are narrated, including

the difference between first- and third-person

narrations.

6. Describe how a narrators or speakers point of

view influences how events are described.


7. Explain how specific aspects of a texts

illustrations contribute to what is conveyed

by the words in a story (e.g., create mood,

emphasize aspects of a character or setting).

7. Make connections between the text of a story

or drama and a visual or oral presentation of

the text, identifying where each version reflects

specific descriptions and directions in the text..

7. Analyze how visual and multimedia elements

contribute to the meaning, tone, or beauty

of a text (e.g., graphic novel, multimedia

presentation of fiction, folktale, myth, poem).

8. (Not applicable to literature) 8. (Not applicable to literature) 8. (Not applicable to literature)

9. Compare and contrast the themes, settings,

and plots of stories written by the same author

about the same or similar characters (e.g., in

books from a series).

9. Compare and contrast the treatment of similar

themes and topics (e.g., opposition of good and

evil) and patterns of events (e.g., the quest) in

stories, myths, and traditional literature from

different cultures.

9. Compare and contrast stories in the same genre

(e.g., mysteries and adventure stories) on their

approaches to similar themes and topics.



literature, including stories, dramas, and

poetry, at the high end of the grades 23 text

complexity band independently and proficiently.



poetry, in the grades 45 text complexity band

proficiently, with scaffolding as needed at the

high end of the range.



poetry, at the high end of the grades 45 text

complexity band independently and proficiently

READING STANDARDS FOR LITERATURE K5, CONT.


Reading Standards for Informational Text K5



1. With prompting and support, ask and answer questions about key details in a text.

1. Ask and answer questions about key details in a text.

1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

2. With prompting and support, identify the main topic and retell key details of a text.

2. Identify the main topic and retell key details of a text.

2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

CRAFT AND STRUCTURE

4. With prompting and support, ask and answer questions about unknown words in a text.

4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

5. Identify the front cover, back cover, and title page of a book.

5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.


7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

7. Use the illustrations and details in a text to describe its key ideas.

7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

8. With prompting and support, identify the reasons an author gives to support points in a text.

8. Identify the reasons an author gives to support points in a text.

8. Describe how reasons support specific points the author makes in a text.

9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

9. Compare and contrast the most important points presented by two texts on the same topic.


10. Actively engage in group reading activities with purpose and understanding.

10. With prompting and support, read informational texts appropriately complex for grade 1.

10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 23 text complexity band proficiently, with scaffolding as needed at the high end of the range.




1. Ask and answer questions to demonstrate

understanding of a text, referring explicitly to

the text as the basis for the answers.

1. Refer to details and examples in a text when

explaining what the text says explicitly and

when drawing inferences from the text.

1. Quote accurately from a text when explaining

what the text says explicitly and when drawing

inferences from the text.

2. Determine the main idea of a text; recount the

key details and explain how they support the

main idea.

2. Determine the main idea of a text and explain

how it is supported by key details; summarize

the text.

2. Determine two or more main ideas of a text and

explain how they are supported by key details;

summarize the text.

3. Describe the relationship between a series of

historical events, scientific ideas or concepts,

or steps in technical procedures in a text, using

language that pertains to time, sequence, and

cause/effect.

3. Explain events, procedures, ideas, or concepts

in a historical, scientific, or technical text,

including what happened and why, based on

specific information in the text.

3. Explain the relationships or interactions

between two or more individuals, events, ideas,

or concepts in a historical, scientific, or technical

text based on specific information in the text.

CRAFT AND STRUCTURE

4. Determine the meaning of general academic

and domain-specific words and phrases in a

text relevant to a grade 3 topic or subject area.


and domain-specific words or phrases in a text

relevant to a grade 4 topic or subject area.


and domain-specific words and phrases in a

text relevant to a grade 5 topic or subject area.

5. Use text features and search tools (e.g.,

key words, sidebars, hyperlinks) to locate

information relevant to a given topic efficiently.

5. Describe the overall structure (e.g., chronology,

comparison, cause/effect, problem/solution) of

events, ideas, concepts, or information in a text

or part of a text.

5. Compare and contrast the overall structure

(e.g., chronology, comparison, cause/effect,

problem/solution) of events, ideas, concepts, or

information in two or more texts.

6. Distinguish their own point of view from that of

the author of a text.

6. Compare and contrast a firsthand and

secondhand account of the same event or

topic; describe the differences in focus and the

information provided.

6. Analyze multiple accounts of the same event

or topic, noting important similarities and

differences in the point of view they represent.


7. Use information gained from illustrations (e.g.,

maps, photographs) and the words in a text to

demonstrate understanding of the text (e.g.,

where, when, why, and how key events occur).

7. Interpret information presented visually,

orally, or quantitatively (e.g., in charts, graphs,

diagrams, time lines, animations, or interactive

elements on Web pages) and explain how the

information contributes to an understanding of

the text in which it appears.

7. Draw on information from multiple print or

digital sources, demonstrating the ability to

locate an answer to a question quickly or to

solve a problem efficiently.

8. Describe the logical connection between

particular sentences and paragraphs in a text

(e.g., comparison, cause/effect, first/second/

third in a sequence).

8. Explain how an author uses reasons and

evidence to support particular points in a text.

8. Explain how an author uses reasons and

evidence to support particular points in a text,

identifying which reasons and evidence support

which point(s).

READING STANDARDS FOR INFORMATIONAL TEXT K5, CONT.



9. Compare and contrast the most important

points and key details presented in two texts on

the same topic.

9. Integrate information from two texts on the

same topic in order to write or speak about the

subject knowledgeably.

9. Integrate information from several texts on the

same topic in order to write or speak about the

subject knowledgeably.



informational texts, including history/social

studies, science, and technical texts, at the high

end of the grades 23 text complexity band


10. By the end of year, read and comprehend


studies, science, and technical texts, in the

grades 45 text complexity band proficiently,

with scaffolding as needed at the high end of

the range.



studies, science, and technical texts, at the high

end of the grades 45 text complexity band


READING STANDARDS FOR INFORMATIONAL TEXT K5, CONT.


Reading Standards: Foundational Skills (K5)

These standards are directed toward fostering students understanding and working knowledge of concepts of print, the alphabetic principle, and other

basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important

components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range

of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will.

The point is to teach students what they need to learn and not what they already knowto discern when particular children or activities warrant more or

less attention.

Note: In kindergarten, children are expected to demonstrate increasing awareness and competence in the areas that follow.

KINDERGARTNERS: GRADE 1 STUDENTS:

PRINT CONCEPTS

1. Demonstrate understanding of the organization and basic features of print.a. Follow words from left to right, top to bottom, and page by page.

b. Recognize that spoken words are represented in written language by

specific sequences of letters.

c. Understand that words are separated by spaces in print.

d. Recognize and name all upper- and lowercase letters of the alphabet.

1. Demonstrate understanding of the organization and basic features of print.a. Recognize the distinguishing features of a sentence (e.g., first word,

capitalization, ending punctuation).

PHONOLOGICAL AWARENESS

2. Demonstrate understanding of spoken words, syllables, and sounds

(phonemes).a. Recognize and produce rhyming words.

b. Count, pronounce, blend, and segment syllables in spoken words.

c. Blend and segment onsets and rimes of single-syllable spoken words.

d. Isolate and pronounce the initial, medial vowel, and final sounds

(phonemes) in three-phoneme (consonant-vowel-consonant, or CVC)

words.* (This does not include CVCs ending with /l/, /r/, or /x/.)

e. Add or substitute individual sounds (phonemes) in simple, one-syllable

words to make new words.

2. Demonstrate understanding of spoken words, syllables, and sounds

(phonemes).a. Distinguish long from short vowel sounds in spoken single-syllable

words.

b. Orally produce single-syllable words by blending sounds (phonemes),

including consonant blends.

c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes)

in spoken single-syllable words.

d. Segment spoken single-syllable words into their complete sequence of

individual sounds (phonemes).

*Words, syllables, or phonemes written in /slashes/refer to their pronunciation or phonology. Thus, /CVC/ is a word with three phonemes regardless of the number of letters in the spelling of the word.


Note: In kindergarten, children are expected to demonstrate increasing awareness and competence in the areas that follow.


PHONICS AND WORD RECOGNITION

3. Know and apply grade-level phonics and word

analysis skills in decoding words.a. Demonstrate basic knowledge of one-to-one

letter-sound orrespondences by producing

the primary sound or many of the most

frequent sounds for each consonant.

b. Associate the long and short sounds with

common spellings (graphemes) for the five

major vowels.

c. Read common high-frequency words by

sight (e.g., the, of, to, you, she, my, is, are, do,

does).

d. Distinguish between similarly spelled words

by identifying the sounds of the letters that

differ


analysis skills in decoding words.a. Know the spelling-sound correspondences

for common consonant digraphs.

b. Decode regularly spelled one-syllable words.

c. Know final -e and common vowel team

conventions for representing long vowel

sounds.

d. Use knowledge that every syllable must have

a vowel sound to determine the number of

syllables in a printed word.

e. Decode two-syllable words following basic

patterns by breaking the words into syllables.

f. Read words with inflectional endings.

g. Recognize and read grade-appropriate

irregularly spelled words.


analysis skills in decoding words.a. Distinguish long and short vowels when

reading regularly spelled one-syllable words.

b. Know spelling-sound correspondences for

additional common vowel teams.

c. Decode regularly spelled two-syllable words

with long vowels.

d. Decode words with common prefixes and

suffixes.

e. Identify words with inconsistent but common

spelling-sound correspondences.

f. Recognize and read grade-appropriate

irregularly spelled words.

FLUENCY

4. Read emergent-reader texts with purpose and

understanding.

4. Read with sufficient accuracy and fluency to

support comprehension.a. Read grade-level text with purpose and

understanding.

b. Read grade-level text orally with accuracy,

appropriate rate, and expression on

successive readings.

c. Use context to confirm or self-correct word

recognition and understanding, rereading as

necessary.



understanding.

b. Read grade-level text orally with accuracy,

appropriate rate, and expression on




necessary.

READING STANDARDS: FOUNDATIONAL SKILLS (K5), CONT.


GRADE 3 STUDENTS GRADE 4 STUDENTS GRADE 5 STUDENTS

PHONICS AND WORD RECOGNITION


analysis skills in decoding words.a. Identify and know the meaning of the most

common prefixes and derivational suffixes.

b. Decode words with common Latin suffixes.

c. Decode multisyllable words.

d. Read grade-appropriate irregularly spelled

words.


analysis skills in decoding words.a. Use combined knowledge of all letter-sound

correspondences, syllabication patterns, and

morphology (e.g., roots and affixes) to read

accurately unfamiliar multisyllabic words in

context and out of context.


analysis skills in decoding words.a. Use combined knowledge of all letter-sound

correspondences, syllabication patterns, and

morphology (e.g., roots and affixes) to read

accurately unfamiliar

FLUENCY



understanding.

b. Read grade-level prose and poetry orally with

accuracy, appropriate rate, and expression on

successive readings



necessary.



understanding.






necessary.



understanding.






necessary.

READING STANDARDS: FOUNDATIONAL SKILLS (K5), CONT.


College and Career Readiness Anchor Standards for Writing








TEXT TYPES AND PURPOSES*

1. Write arguments to support claims in an analysis of substantive topics or

texts, using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas

and information clearly and accurately through the effective selection,

organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events

using effective technique, well-chosen details, and well-structured event

sequences.

PRODUCTION AND DISTRIBUTION OF WRITING

4. Produce clear and coherent writing in which the development, organization,

and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing,

rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and

to interact and collaborate with others.

RESEARCH TO BUILD AND PRESENT KNOWLEDGE

7. Conduct short as well as more sustained research projects based on

focused questions, demonstrating understanding of the subject under

investigation.

8. Gather relevant information from multiple print and digital sources, assess

the credibility and accuracy of each source, and integrate the information

while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis,

reflection, and research.

RANGE OF WRITING

10. Write routinely over extended time frames (time for research, reflection,

and revision) and shorter time frames (a single sitting or a day or two) for a

range of tasks, purposes, and audiences.

NOTE ON RANGE AND CONTENT OF STUDENT WRITING

To build a foundation for college and career readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experiences and events. They learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose. They develop the capacity to build knowledge on a subject through research projects and to respond analytically to literary and informational sources. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and extended time frames throughout the year.

*These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.


Writing Standards K5

The following standards for K5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and

applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax

to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the

grades are expected to meet each years grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.

The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in

Appendix C.


TEXT TYPES AND PURPOSES

1. Use a combination of drawing, dictating, and

writing to compose opinion pieces in which they

tell a reader the topic or the name of the book

they are writing about and state an opinion or

preference about the topic or book (e.g., My

favorite book is ... ).

1. Write opinion pieces in which they introduce

the topic or name the book they are writing

about, state an opinion, supply a reason for the

opinion, and provide some sense of closure.

1. Write opinion pieces in which they introduce

the topic or book they are writing about, state

an opinion, supply reasons that support the

opinion, use linking words (e.g., because, and,

also) to connect opinion and reasons, and

provide a concluding statement or section.


writing to compose informative/explanatory

texts in which they name what they are writing

about and supply some information about the

topic.

2. Write informative/explanatory texts in which

they name a topic, supply some facts about the

topic, and provide some sense of closure.

2. Write informative/explanatory texts in which

they introduce a topic, use facts and definitions

to develop points, and provide a concluding

statement or section.


writing to narrate a single event or several

loosely linked events, tell about the events in

the order in which they occurred, and provide a

reaction to what happened.

3. Write narratives in which they recount two or

more appropriately sequenced events, include

some details regarding what happened, use

temporal words to signal event order, and

provide some sense of closure.

3. Write narratives in which they recount a

wellelaborated event or short sequence of

events, include details to describe actions,

thoughts, and feelings, use temporal words

to signal event order, and provide a sense of

closure.


4. (Begins in grade 3) 4. (Begins in grade 3) 4. (Begins in grade 3)

5. With guidance and support from adults,

respond to questions and suggestions from

peers and add details to strengthen writing as

needed.


focus on a topic, respond to questions and

suggestions from peers, and add details to

strengthen writing as needed.

5. With guidance and support from adults and

peers, focus on a topic and strengthen writing

as needed by revising and editing.

6. With guidance and support from adults, explore

a variety of digital tools to produce and publish

writing, including in collaboration with peers.

6. With guidance and support from adults, use a

variety of digital tools to produce and publish


6. With guidance and support from adults, use a

variety of digital tools to produce and publish





7. Participate in shared research and writing

projects (e.g., explore a number of books by

a favorite author and express opinions about

them).


projects (e.g., explore a number of how-to

books on a given topic and use them to write a

sequence of instructions).


projects (e.g., read a number of books on a

single topic to produce a report; record science

observations).


recall information from experiences or gather

information from provided sources to answer a

question.


recall information from experiences or gather


question.

8. Recall information from experiences or gather


question.


RANGE OF WRITING



TEXT TYPES AND PURPOSES

1. Write opinion pieces on topics or texts,

supporting a point of view with reasons.a. Introduce the topic or text they are writing

about, state an opinion, and create an

organizational structure that lists reasons.

b. Provide reasons that support the opinion.

c. Use linking words and phrases (e.g., because,

therefore, since, for example) to connect

opinion and reasons.

d. Provide a concluding statement or section.


supporting a point of view with reasons and

information.a. Introduce a topic or text clearly, state an

opinion, and create an organizational

structure in which related ideas are grouped

to support the writers purpose.

b. Provide reasons that are supported by facts

and details.

c. Link opinion and reasons using words and

phrases (e.g., for instance, in order to, in

addition).

d. Provide a concluding statement or section

related to the opinion presented.


supporting a point of view with reasons and

information.a. Introduce a topic or text clearly, state an

opinion, and create an organizational

structure in which ideas are logically grouped

to support the writers purpose.

b. Provide logically ordered reasons that are

supported by facts and details.

c. Link opinion and reasons using words,

phrases, and clauses (e.g., consequently,

specifically).

d. Provide a concluding statement or section

related to the opinion presented.

WRITING STANDARDS K5, CONT.



2. Write informative/explanatory texts to examine

a topic and convey ideas and information

clearly.a. Introduce a topic and group related

information together; include illustrations

when useful to aiding comprehension.

b. Develop the topic with facts, definitions, and

details.

c. Use linking words and phrases (e.g., also,

another, and, more, but) to connect ideas

within categories of information.

d. Provide a concluding statement or section.



clearly.a. Introduce a topic clearly and group related

information in paragraphs and sections;

include formatting (e.g., headings),

illustrations, and multimedia when useful to

aiding comprehension.

b. Develop the topic with facts, definitions,

concrete details, quotations, or other

information and examples related to the

topic.

c. Link ideas within categories of information

using words and phrases (e.g., another, for

example, also, because).

d. Use precise language and domain-specific

vocabulary to inform about or explain the

topic.

e. Provide a concluding statement or section

related to the information or explanation

presented.



clearly.a. Introduce a topic clearly, provide a general

observation and focus, and group related

information logically; include formatting (e.g.,

headings), illustrations, and multimedia when

useful to aiding comprehension.

b. Develop the topic with facts, definitions,

concrete details, quotations, or other

information and examples related to the

topic.

c. Link ideas within and across categories

of information using words, phrases, and

clauses (e.g., in contrast, especially).

d. Use precise language and domain-specific

vocabulary to inform about or explain the

topic.

e. Provide a concluding statement or section

related to the information or explanation

presented.

3. Write narratives to develop real or imagined

experiences or events using effective technique,

descriptive details, and clear event sequences.a. Establish a situation and introduce a narrator

and/or characters; organize an event

sequence that unfolds naturally.

b. Use dialogue and descriptions of actions,

thoughts, and feelings to develop

experiences and events or show the response

of characters to situations.

c. Use temporal words and phrases to signal

event order.

d. Provide a sense of closure.



descriptive details, and clear event sequences.a. Orient the reader by establishing a situation

and introducing a narrator and/or characters;

organize an event sequence that unfolds

naturally.

b. Use dialogue and description to develop

experiences and events or show the

responses of characters to situations.

c. Use a variety of transitional words and

phrases to manage the sequence of events.

d. Use concrete words and phrases and sensory

details to convey experiences and events

precisely.

e. Provide a conclusion that follows from the

narrated experiences or events.



descriptive details, and clear event sequences.a. Orient the reader by establishing a situation

and introducing a narrator and/or characters;

organize an event sequence that unfolds

naturally.

b. Use narrative techniques, such as dialogue,

description, and pacing, to develop

experiences and events or show the

responses of characters to situations.

c. Use a variety of transitional words, phrases,

and clauses to manage the sequence of

events.

d. Use concrete words and phrases and sensory

details to convey experiences and events

precisely.

e. Provide a conclusion that follows from the

narrated experiences or events.






produce writing in which the development

and organization are appropriate to task and

purpose. (Grade-specific expectations for

writing types are defined in standards 13

above.)

4. Produce clear and coherent writing in which the

development and organization are appropriate

to task, purpose, and audience. (Grade-specific

expectations for writing types are defined in

standards 13 above.)

4. Produce clear and coherent writing in which the

development and organization are appropriate

to task, purpose, and audience. (Grade-specific

expectations for writing types are defined in

standards 13 above.)

5. With guidance and support from peers and

adults, develop and strengthen writing as

needed by planning, revising, and editing.

(Editing for conventions should demonstrate

command of Language standards 13 up to and

including grade 3 on page 35.)

5. With guidance and support from peers and

adults, develop and strengthen writing as

needed by planning, revising, and editing.

(Editing for conventions should demonstrate

command of Language standards 13 up to and

including grade 4 on page 35.)

5. With guidance and support from peers

and adults, develop and strengthen writing

as needed by planning, revising, editing,

rewriting, or trying a new approach. (Editing for

conventions should demonstrate command of

Language standards 13 up to and including

grade 5 on page 35.)

6. With guidance and support from adults, use

technology to produce and publish writing

(using keyboarding skills) as well as to interact

and collaborate with others.

6. With some guidance and support from

adults, use technology, including the

Internet, to produce and publish writing

as well as to interact and collaborate with

others; demonstrate sufficient command of

keyboarding skills to type a minimum of one

page in a single sitting.

6. With some guidance and support from

adults, use technology, including the

Internet, to produce and publish writing

as well as to interact and collaborate with

others; demonstrate sufficient command of

keyboarding skills to type a minimum of two

pages in a single sitting.


7. Conduct short research projects that build

knowledge about a topic.

7. Conduct short research projects that build

knowledge through investigation of different

aspects of a topic.

7. Conduct short research projects that use

several sources to build knowledge through

investigation of different aspects of a topic.

8. Recall information from experiences or gather

information from print and digital sources; take

brief notes on sources and sort evidence into

provided categories.

8. Recall relevant information from experiences

or gather relevant information from print and

digital sources; take notes and categorize

information, and provide a list of sources.

8. Recall relevant information from experiences

or gather relevant information from print and

digital sources; summarize or paraphrase

information in notes and finished work, and

provide a list of sources.




9. (Begins in grade 4) 9. Draw evidence from literary or informational

texts to support analysis, reflection, and

research.a. Apply grade 4 Reading standards to literature

(e.g., Describe in depth a character, setting,

or event in a story or drama, drawing on

specific details in the text [e.g., a characters

thoughts, words, or actions].).

b. Apply grade 4 Reading standards to

informational texts (e.g., Explain how an

author uses reasons and evidence to support

particular points in a text).

9. Draw evidence from literary or informational

texts to support analysis, reflection, and

research.a. Apply grade 5 Reading standards to literature

(e.g., Compare and contrast two or more

characters, settings, or events in a story or a

drama, drawing on specific details in the text

[e.g., how characters interact]).

b. Apply grade 5 Reading standards to

informational texts (e.g., Explain how

an author uses reasons and evidence to

support particular points in a text, identifying

which reasons and evidence support which

point[s]).

RANGE OF WRITING

10. Write routinely over extended time frames

(time for research, reflection, and revision) and

shorter time frames (a single sitting or a day

or two) for a range of discipline-specific tasks,

purposes, and audiences.













College and Career Readiness Anchor Standards for Speaking and Listening








COMPREHENSION AND COLLABORATION

1. Prepare for and participate effectively in a range of conversations and

collaborations with diverse partners, building on others ideas and

expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats,

including visually, quantitatively, and orally.

3. Evaluate a speakers point of view, reasoning, and use of evidence and

rhetoric.

PRESENTATION OF KNOWLEDGE AND IDEAS

4. Present information, findings, and supporting evidence such that listeners

can follow the line of reasoning and the organization, development, and

style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express

information and enhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks,

demonstrating command of formal English when indicated or appropriate.

NOTE ON RANGE AND CONTENT OF STUDENT SPEAKING AND LISTENING

To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversationsas part of a whole class, in small groups, and with a partner. Being productive members of these conversations requires that students contribute accurate, relevant information; respond to and develop what others have said; make comparisons and contrasts; and analyze and synthesize a multitude of ideas in various domains. New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. Digital texts confront students with the potential for continually updated content and dynamically changing combinations of words, graphics, images, hyperlinks, and embedded video and audio.


Speaking and Listening Standards K5The following standards for K5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and

applications. Students advancing through the grades are expected to meet each years grade-specific standards and retain or further develop skills and

understandings mastered in preceding grades.


COMPREHENSION AND COLLABORATION

1. Participate in collaborative conversations with

diverse partners about kindergarten topics and

texts with peers and adults in small and larger

groups.a. Follow agreed-upon rules for discussions

ohio ela standards

Documents

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best elements of standards

generation of k12 standards

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